Edison School Plan 2005/06

Edison Elementary School was a K-5 school with an enrollment of 372 in 2005/06. To review Edison's state Academic Performance Index scores since 2000 click here.

Single School Plan Components

Fall 2005

What Did You Learn from 2004/05 Cycle of Inquiry?

1. Looking at your data what general trends do you see? What does the data tell us about how the focus group did? How much progress did they make? How does this compare to growth of other subgroups? Is the student achievement gap closing?
2. What evidence/data do you have regarding the level of implementation of the teacher/instructional practice and/or schoolwide practice that you planned in your last Cycle of Inquiry? Include information about what was not implemented as well as what was implemented.
3. What evidence do you have that your focus on these students has positively impacted their learning?
4. Is there anything else you learned in examining your data that will inform your revised problem statement?

1. What are your problem statements?

Student Achievement Problem Statements

• Most students that attend Edison School are at or above grade level in reading and in math.
• Disaggregrated state, state and classroom data from 2004/05 as indicated from the AUSD mulitple measure reports, determined that some students are stuggling across grade levels with the with application of decoding skills that ultimately leads to problems with reading comprehension.

Teacher Practice Problem Statements

• Are teachers implementing agreed-upon, explicit, instructional strategies for decoding and processing reading comprehension tasks in Houghton Mifflin Reading and other curricular areas?
• What support do teachers need?
• Are teachers regularly using indepedently produced student work to monitor on-going agreed-upon vocabulary and fluency strategies to build proficiency in grade-level comprehension and decoding?
2. What are your inquiry questions?

Student Achievement Questions

• How will students who are struggling across grade level with the application of decoding skills increase their proficiency by 5 percent?

Teacher Practice Questions

• What teacher practices will teacher use to help students who are struggling across grade level with the application of decoding skills increase student proficiency by 5 percent?
3. What are your measurable goals?

Student Achievement Goals

• All students, including students identified as "at risk" will increase their achievement in language arts and math by 5%.
• Students will move up 1 level in hte Reading Inventory test.
• 90% or more of students are at benchmark or advanced and meet fluency by the end of the school year.

Teacher Practice Goals

• Teachers will monitor so that all students move up 1 level in the Reading Inventory test.
• All identified students will receive benchmark scores on end of year fluency test. 90% or more of students are at benchmark or advanced and meet fluency by the end of the school year.
• Teachers will monitor at risk students so that 90% or more of students are at benchmark or advanced and meet fluency by the end of the school year.
4. What are your major strategies?
• K On-set Rime manipulatives, pend with different colored tops, unfix cubes, puppets and hand gestures
  Phoneme Segmentation
  Robot talk items
  Themed words (animal, colors) to provide anchors for the segmenting concept initially
  Repetition, repetition, excerises. Kids and teachers will use manipulatives to move through re-teaching exercises, emphasizing the kinesthetic component.
• 1 Set Pre reading goal, common check list, use high interest level books, cloze excerises, chidren will practice making logical guesses, use of good reading strategies
• 2 Students will be given mini lessons provided in the extra support manual
  Students will be taught patterns & markingsof syllable and vowel patterns
  Use "I Can Read" decodable to highlight patterns recently covered
  Read books to each other in pairs and to parents at home
• 3 Establish consistency in administering the test
  Revisit writing assessments with students and discuss task and scoring
  Familarize students with a variety of graphic organizers and how they can be used with "cold writes"
  Process steps to writing for a test or other assessment
  Develop prompts to practive assessment writing or "cold writes"
• 4 Venn diagrams/Fiction/Non-Fiction Directed Instruction, Daily Language Practice and student writing
  Examine and teach relationship, No excuses list-words, punctuation teaching
  Generalizaiton of skills, establish in test administration and rubrics for scoring
• 5 Teachers need to calibrate and score ITT and Summative together using the 4 py. Rubric
  Students will take the Theme 3 ITT Writing Fluency parts, and teachers will score together as state above
  Results and student samples will be shared with students to increase knowledge of testing expectations
  No excuses list for writing/editing as well as of proofreading marks and frequently misspelled words
  Design activities to mirror tested spelling skills
  Read Naturally used to improve fluency
  Additional small group phonics/decoding practice
  Review scheudling small group instruction time

Edison 2004/05 Single School Plan

Edison 2003/04 Single School Plan

Single School Plan Home

Edison

3 Year District API Base Data

Definitions

School Mobility Percent - Represents the percentage of students attending the school for the first time.

Parent Education Average - The average of all responses where "1" represents "Not a high school graduate", "2" represents "High School Graduate", "3" represents "Some College", "4" represents "College Graduate" and "5" represents "Graduate School".

School Classification Index - A mathematically computed index using other non academic API components to create indicator of similar demographics and school environment to be used for similar school rankings.

Disclaimer: All data has been hand created. If there are questions about the validity of the data, please contact the webmaster.

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Last modified: February 8, 2005

Disclaimer: This website is the sole responsibility of Mike McMahon. It does not represent any official opinions, statement of facts or positions of the Alameda Unified School District. Its sole purpose is to disseminate information to interested individuals in the Alameda community.